Exploring the Role of xR in Visualisations for Use in Medical Education

2019 ◽  
pp. 15-23
Author(s):  
Patrick Pennefather ◽  
Claudia Krebs
Keyword(s):  
Medical Education

Health and social problems associated with HIV infection and AIDS in the professional activity of specialists with secondary medical education

2020 ◽  
pp. 5-13
Author(s):  
L. Guseva
Keyword(s):  
Medical Education ◽  
Hiv Infection ◽  
Clinical Signs ◽  
Modern Society ◽  
Progressive Increase ◽  
Professional Activity ◽  
Infected People ◽  
Immunodeficiency Virus ◽  
Epidemiological Characteristics

The article considers urgent problem of modern society – progressive increase in the number of people infected with the human immunodeficiency virus (HIV). Epidemiological characteristics of the pathogen are given, clinical signs of the disease and a modern strategy aimed at reducing the number of infected people are presented. The role of specialists with secondary medical education in the implementation of the Strategy aimed at combating the spread of HIV infection epidemic in the Russian Federation is emphasized.

Changing role of students in medical education

2009 ◽  
Vol 8 (2) ◽  
pp. 122-126 ◽  
Author(s):  
J. R. KIRWAN
Keyword(s):  
Medical Education ◽  
Changing Role

scholarly journals The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education

2021 ◽  
Vol 43 (sup2) ◽  
pp. S7-S16
Author(s):  
Kimberly D. Lomis ◽  
George C. Mejicano ◽  
Kelly J. Caverzagie ◽  
Seetha U. Monrad ◽  
Martin Pusic ◽  
...  
Keyword(s):  
Medical Education ◽  
Organizational Culture ◽  
Undergraduate Medical Education ◽  
Critical Role ◽  
Competency Based Education ◽  
Competency Based

scholarly journals The Utilization of the iOS Platform to Create LearnENT: An Interactive Educational App in Otolaryngology—Head and Neck Surgery

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
S. Kohlert ◽  
N. Scherer ◽  
S. Kherani ◽  
L. McLean
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Styles ◽  
Head And Neck ◽  
Design Process ◽  
Mobile Apps ◽  
Neck Surgery ◽  
Head And Neck Surgery ◽  
Development Processes

LearnENT, an educational app for iOS, was developed to promote a standardized experience otolaryngology in head and neck surgery (OTOHNS) for University of Ottawa medical students. Its development was grounded in pedagogical theory including Laurillard’s design process, Honey and Mumford’s learning styles, and Nielsen’s theory of usability. This paper examines LearnENT's design and development processes as well as the role of mobile apps in medical education. Features of the LearnENT app as they apply to Constructivist learning are also highlighted.

scholarly journals The relevance and role of homestays in medical education: a scoping study

2017 ◽  
Vol 22 (1) ◽  
pp. 1320185 ◽  
Author(s):  
Bonnie Olivia Hughes ◽  
Mosa Moshabela ◽  
Jenni Owen ◽  
Bernhard Gaede
Keyword(s):  
Medical Education ◽  
Scoping Study

scholarly journals Shedding light on autistic traits in struggling learners: A blind spot in medical education

2021 ◽  
Author(s):  
Marie Giroux ◽  
Luce Pélissier-Simard
Keyword(s):  
Medical Education ◽  
Autistic Traits ◽  
Blind Spot ◽  
Autism Spectrum ◽  
Struggling Learners ◽  
Accountability Standards ◽  
Broader Phenotype ◽  
Potential Risks ◽  
Medical Competence

AbstractSome highly challenging, seemingly “unsolvable” situations that arise in medical education could be the result of autistic traits (AT) in learners. AT exist in physicians and learners, ranging from profiles compatible with DSM-5’s criteria for autism spectrum disorder (ASD) to more subtle manifestations of ASD’s “broader phenotype.” Often associated with strengths and talents, AT may nonetheless pose significant challenges for learning, teaching, and practising medicine. Since AT remain widely under-recognized and misunderstood by educators, clinicians, and affected individuals alike, they represent a blind spot in medical education. The use of a “neurodiversity lens” to examine challenging situations may help educators consider different pedagogical approaches to address those potentially stemming from AT.This paper aims to raise awareness and understanding of AT-related difficulties in struggling medical learners. To overcome the blind spot challenge and help develop this “neurodiversity lens,” we explore different angles. Beyond any diagnostic consideration, we offer a series of contextual examples, paralleled with explanatory concepts from the field of ASD. We also underline the role of context on functional impact and describe the often ill-defined pattern of challenges encountered, as well as the fertile grounds for interpersonal misunderstandings and disrespect. We propose historical, cultural, and clinical reasons likely contributing to the blind spot. Mindful of the potential risks of prejudice associated with identifying AT-related difficulties, we underline the necessity and feasibility of conciliating diversity and dignity with accountability standards for medical competence.

On Being a Physician

2015 ◽  
Author(s):  
Elizabeth G Nabel
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Lifelong Learning ◽  
Communication Skills ◽  
Medical Practice ◽  
Medical Knowledge ◽  
Health Care Team ◽  
Medical Professionalism ◽  
Standards Of Accreditation

The role of a physician as healer has grown more complex, and emphasis will increasingly be on patient and family-centric care. Physicians must provide compassionate, appropriate, and effective patient care by demonstrating competence in the attributes that are essential to successful medical practice. Beyond simply gaining medical knowledge, modern physicians embrace lifelong learning and need effective interpersonal and communication skills. Medical professionalism encompasses multiple attributes, and physicians are increasingly becoming part of a larger health care team. To ensure that physicians are trained in an environment that fosters innovation and alleviates administrative burdens, the Accreditation Council for Graduate Medical Education has recently revamped the standards of accreditation for today’s more than 130 specialties and subspecialties. This chapter contains 6 references and 5 MCQs.

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